‘ Technology, assessment and feedback ’

1. ‘Technology, assessment and feedback’ ‘InCurriculum’ Further outcomes of a National Teaching Fellowship Project 2007-2010-2016

2. Introduction • The rationale for the Project • The Purpose • Overview of the Project • Key points • Findings • Concluding comments

3. Rationale & technology Changing practice for differentiated learning Retention of students Student attainment Student-centred and expectation managed • Active-independent learners • Critical thinkers • Contextualised assessment

4. The purpose of this discussion • The notion that the student experience can be enhanced by appropriate technologies. If negotiated between the tutor and the student • To produce a learning strategy bridging the learning and activity

5. Overview InCurriculum ~ National Teaching Fellowship Project ~ 3 years • Participating institutions -10 staff Lead: Norwich University of the Arts University of Westminster (London) De Montford University (Midlands) 400 students from UG courses

6. Overview- Aims • Testing the transferability of practice from arts-based courses • To modify 3 modules at each institution, deliver and evaluate • Dissemination of inclusive practice in delivery and assessment TECHNOLOGY - underpinned the approach to changing practice

7. The negotiation Based upon the art & design ‘studio critique’ model • Student-led discussion groups • Focus on learning strategies and behaviours • Emphasise diversity of approaches • Share good (best) practice - externalised learning • Develop reflective practice - deep learning • Capture/articulate student voice

8. Key points • Online resources used to free-up time in tutorials • Students engagement in a virtual learning and feedback environments • Tutor time to prepare/reasonably adjust assessment • Implications for quality management

9. Findings • Student co-ownership of assessment methods • Students as co-producers and experts • Students as strategic planners/learners • Reconnecting the disengaged with their student experience • Technology for active learning • Use of visual and discourse based exchange as assessment tools • Peer student feedback for formative assessment • Learning spaces for reflection and feedback

10. Talking Heads - Vimeo • Use of technology for student centred approach to learning. • - MP3 • -Camtasia/Jing • -Flip Cams • -Wiki- web sites • -Prezi – For the holistic view

11. Concluding comments • Reconfirm learning styles approach on the VLE • MP3 for group discussion – peer observation- formative and summative assessment • Use of video for critiques • Virtual marking and MP3 for reconfirmation and reflection

12. Assessment and Feedback Assessment • Framed by QA and Framework for Higher Education Qualifications (FHEQ) • Internal quality processes • A range of assessment methods • Formative assessment Feedback • Summative • Reflection

13. Concluding comments 2016 And if you thought that this was all historical – think about the developing Teaching Excellence Framework • Reaching Quality • Learning Environment • Student outcomes and learning gain

14. Online feedback and assessment at NUA

15. The tutor and student voice InCurriculum www.incurriculum.org.uk